Abstract
The study focuses the stability of friendships of students with special educational needs in regular schools, compared to regular students. The sample consisted of 114 students (M age = 14,4); 22 students (19.3%) were identified by the school as SEN students. The results show that on average, SEN students had fewer stable friendships than their peers. Further, a significantly lower proportion of SEN students were members of stable groups compared to regular students. Friendship stability was positively predicted by gender (boys more stable than girls) and perceived friend support. Friendship stability was negatively predicted by special needs (special needs predicted lower friend stability) and peer acceptance.
Highlights
In Norway almost all students, regardless of educational needs, attend regular schools
Because the analyses focused on the stability of reciprocated friendship choices, only students who completed the questionnaires at both waves were included in the final sample used in the analyses
Independent t-tests were performed on some relevant variables to determine whether students who failed to complete the questionnaires at both waves were different from those in the final sample
Summary
In Norway almost all students, regardless of educational needs, attend regular schools. Research from different countries suggests that students with special educational needs (SEN) face the risk of social isolation in regular schools (Larrivee and Horne 1991; Koster et al 2007; Mand 2007). Social participation of all students, regardless of educational needs, is considered to be an important goal in inclusive schools. Social participation for SEN students in regular schools in Norway has been described earlier in research, we still need more knowledge on this important outcome for students in inclusive schools, in particular the development of social relationships over time
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